Monday, July 9, 2012

Thinking about Spaces of Permission as Curriculum

Milton Glaser says that the "most significant work comes out of misunderstanding." Is Glaser correct? If so, how do you grant yourself permission to dwell in problem framing and solving so that your misunderstandings can surface and be explored? What does it mean to understand a misunderstanding?

If understanding one's misunderstandings are important, then how do you grant permission for learners you teach to do likewise?

What
do these spaces of permission look and sound like? Are spaces of
permission a form of curriculum? How might you reconcile, if you can,
spaces of permission as curriculum with the CCSS? Perhaps
considering spaces of permission as descriptive curriculum and CCSS as
prescriptive curriculum might be a starting point.